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Intermodal Abilities as Predictors of Academic Achievement

Intermodal Abilities as Predictors of Academic Achievement Intermodal Abilities as Predictors of Academic Achievement H. Willie M. Erica L. George Early, Grissom, Labrentz, J. Mc Clain Gregory DeFelice, Nancy 1 T HAS BEEN OBSERVED that FREQUENTLY many learning- disabled children exhibit deficits in general perceptual-motor for the between Possible functioning. explanations relationship these deficits and school achievement have been postulated by J. N. C. and E. J. Heath and G. H. In Early.2 Piaget, Kephart, it has been that abilities general, hypothesized perceptual-motor are in nature and to the developmental prerequisite adequate of level academic tasks. H. G. Birch and development higher L. Belmont found a between strong positive relationship per- and achievement in the which ceptual ability reading early grades diminished in later while D. Kahn and Birch found a sub- grades, stantial to continue to sixth These relationship grade.3 investiga- tors utilized visual and tasks. cross-modal tasks, auditory tasks, Because of the varied nature of the tasks the results of these used, studies have been somewhat inconsistent. M. G. M. Rudnick, and M. Flax to resolve these somewhat am- Sterritt, attempted results in their that abilities biguous hypothesis visual-perceptual decline in from third to fourth while importance grade, general abilities and cross-modal intelligence auditory http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Academic Therapy SAGE

Intermodal Abilities as Predictors of Academic Achievement

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References (9)

Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
0001-396X
DOI
10.1177/105345127601200203
Publisher site
See Article on Publisher Site

Abstract

Intermodal Abilities as Predictors of Academic Achievement H. Willie M. Erica L. George Early, Grissom, Labrentz, J. Mc Clain Gregory DeFelice, Nancy 1 T HAS BEEN OBSERVED that FREQUENTLY many learning- disabled children exhibit deficits in general perceptual-motor for the between Possible functioning. explanations relationship these deficits and school achievement have been postulated by J. N. C. and E. J. Heath and G. H. In Early.2 Piaget, Kephart, it has been that abilities general, hypothesized perceptual-motor are in nature and to the developmental prerequisite adequate of level academic tasks. H. G. Birch and development higher L. Belmont found a between strong positive relationship per- and achievement in the which ceptual ability reading early grades diminished in later while D. Kahn and Birch found a sub- grades, stantial to continue to sixth These relationship grade.3 investiga- tors utilized visual and tasks. cross-modal tasks, auditory tasks, Because of the varied nature of the tasks the results of these used, studies have been somewhat inconsistent. M. G. M. Rudnick, and M. Flax to resolve these somewhat am- Sterritt, attempted results in their that abilities biguous hypothesis visual-perceptual decline in from third to fourth while importance grade, general abilities and cross-modal intelligence auditory

Journal

Academic Therapy SAGE

Published: Dec 1, 1976

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